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  • 郭文娟          助理教授
  • 研究领域: 自主学习能力发展、学业评价与反馈、英语学习与教学策略、教师专业能力发展
  • 开设课程

    专业基础课:《课程与教学论》于秋季学期;文科班《校内实训》于春季学期


  • 2021年起,上海交通大学教育学院,助理教授,硕士生导师。

    2017年毕业于香港中文大学,获教育哲学博士学位。近十年来一直专注于教师的反馈和学生自主学习能力的发展研究。基于我国教育实际首度开发了“高中教师反馈量表”(Teacher Feedback Questionnaire, TFQ)。建构出不同类型的教师反馈影响学生自主学习及学业成绩的模型;提出就不同类型学校、性别、年级、学业水平的学生,教师应如何“因材施馈”以促进学生自主学习。

    作为核心研究成员参与了香港教育部门多项研究课题,并围绕教师反馈与学生自主学习在Current Psychology, Language Teaching Research, System, Applied Linguistics Review, Studies in Educational Evaluation 及《全球教育展望》,《教师教育研究》等国内外高水平期刊上发文十余篇。同时担任十余家SSCI 期刊的审稿人,及教育界顶级会议AERA 2022 Annual Meeting 的审稿人。


    Recent Publications (* Corresponding author)


    1. Bai, B., Guo, W.*, & Wang, C. (2022). Relationships between struggling EFL writers’ motivation, self-regulated learning (SRL), and writing competence in Hong Kong primary schools. Applied Linguistics Review. doi:10.1515/applirev-2020-0131. (SSCI, Q1, IF=2.655)

    2. Guo, W, Lau, K. L., Wei, J, & Bai, B. (2021). Academic Subject and Gender Differences in High School Students’ Self-Regulated Learning of Language and Mathematics. Current Psychology. (SSCI, Q1, IF=4.297)

    3. Guo, W., Bai, B., & Song, H. (2021). Influences of process-based instruction on students’ use of self-regulated learning strategies in EFL writing. System, doi:10.1016/j.system.2021.102578. (SSCI, Q1, IF=3.167)

    4. Guo, W., & Zhou, W. (2021). Relationships between Teacher Feedback and Student Motivation: A Comparison Between Male and Female Students. Frontiers in Psychology, doi: 10.3389/fpsyg.2021.679575. (SSCI, Q2, IF=2.990)

    5. Guo, W. (2021). Gender differences in teacher feedback and students’ self-regulated learning. Educational Studies, 1-21. doi:10.1080/03055698.2021.1943648 (SSCI, Q4, IF=1.190)

    6. Guo, W. (2020) Grade-Level Differences in Teacher Feedback and Students’ Self-Regulated Learning. Frontiers in Psychology. 11:783. (SSCI, Q2, IF=2.990)

    7. 蒋瑾,郭文娟*.课堂体验对“准教师”群体职业效能感的影响研究[J].教师教育研究,2020,第32卷(5): 30-37. (CSSCI)

    8. Guo, W., & Bai, B. (2019). Effects of self-regulated learning strategy use on motivation in EFL writing: A comparison between high and low achievers in Hong Kong primary schools. Applied Linguistics Review. (SSCI, Q1, IF=2.655)

    9. Guo, W., Lau, K. L., & Wei, J. (2019). Teacher feedback and students’ self-regulated learning in mathematics: A comparison between a high-achieving and a low-achieving secondary school. Studies in Educational Evaluation, 63, 48-58. (SSCI, Q2, IF=1.953)

    10. Guo, W., & Wei, J. (2019). Teacher Feedback and Students’ Self-regulated Learning in Mathematics: A Study of Chinese Secondary Students. The Asia-Pacific Education Researcher, 28(3), 265-275. (SSCI, Q2, IF=2.409)

    11. Bai, B., & Guo, W.* (2019). Motivation and self-regulated strategy use: Relationships to primary school students’ English writing in Hong Kong. Language Teaching Research. (SSCI, Q1, IF=3.899)

    12. Bai, B., & Guo, W.*(2018). Influences of Self-Regulated Learning Strategy Use on Self-Efficacy in Primary School Students' English Writing in Hong Kong. Reading & Writing Quarterly, 34(6), 523-536. (SSCI, Q4, IF=1.181)

    13. 郭文娟, 刘洁玲. 核心素养框架的构建: 自主学习能力的视角 [J], 全球教育展望. 2017.3. (CSSCI)


    Projects participated


    1. 2018-2021 Hong Kong Research Grants Council (RGC) Competitive Research Funding Schemes (2018/2019, GRF/ECS), Hong Kong, HKD531,828, Hong Kong primary school students’ use of self-regulated writing strategies and effects of a strategy-based writing intervention. Role: Postdoctoral researcher.

    2. 2018-2021 National Social Science Foundation for Education of China (BHA80132). ¥200,000, focusing on performance evaluation and teachers’ cultivating students by virtue. Role: Core researcher.

    3. 2018 In-Service Program for Guangdong English Teachers. Hong Kong Education Bureau.Role: Postdoctoral researcher.

    4. 2017-2018 Quality Education Fund Thematic Network (QTN) on English Language (Primary) 2017/2018 of QEF, Education Bureau, Hong Kong, HKD2,960,000 (The Chinese University of Hong Kong, Principal Investigator), Focusing on drama, project writing, and e-learning. Role: Postdoctoral researcher.


    Recent Academic Services


    1. 2021: Reviewer for The American Educational Research Association (AERA) 2022 Annual Meeting Paper submissions.

    2. 2017-Present: AERA Member

    3. 2017-Present: Comparative and International Education Society (CIES) Member

    4. 2017-Present: Reviewer for the following SSCI journals:

    System

    Language Teaching Research

    Applied Linguistics Review

    European Journal of Psychology of Education (EUPE)

    Studies in Educational Evaluation

    TESTOL Quarterly

    Asia Pacific Education Researcher

    Frontiers in Psychology

    Reading and Writing Quarterly

    Asia Pacific Education Review


    Updated May 2022



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